OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Computing in Higher Education is 9. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-06-01 to 2026-06-01.)

Article	Citations
Wild brooms and learning analytics	163
The effect of the flipped classroom approach on creative thinking, self-esteem, and social interaction of English foreign language learners in intermediate level	65
Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning	65
Not now, maybe later: the mediating influence of techno-overload on the relationship between academic self-efficacy and procrastination	53
Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review	45
Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices	41
A measurement of faculty views on the meaning and value of student privacy	40
Adoption of open educational resources in the global south	36
A critique of calculation and optionalization applied to online/blended course design	32
Effects and acceptability of virtual reality to facilitate mindfulness practice in university students	32
Mobile-based artificial intelligence chatbot for self-regulated learning in a hybrid flipped classroom	31
Investigating the influencing factors of the intention to continue using MOOCs: the perspective of modified TAM with TDT	30
Exploring satisfaction of online teaching faculty from a Job Demands-Resources model perspective: the mediating roles of emotional exhaustion and motivation	28
Empowering student engagement: the dynamics of learner traits in digital feedback environments	28
HyFlex course design: outcomes, challenges, and supports for students and instructors	27
Effectiveness of gamification on team building activities to improve student learning experiences in online courses	27
A note from the advisory board	27
Process and summative assessment of groups’ collaborative knowledge building	25
Online laboratories and virtual experimentation in higher education from a sociotechnical-pedagogical design perspective	24
Evaluating the design of digital tools for the transition to an e-continuous assessment in higher education	24
Profiles of students’ behavioral engagement and their associations to academic motivation in online learning	23
Design-based research to develop design principles for collaborative learning in asynchronous distributed online groups	23
Accessible and inclusive online learning in higher education: a review of the literature	22
Digital literacy of English majors: subjective versus objective assessment	22
Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting	20

Open badges and achievement goal orientation: a study with high-performing student programmers	20
Combining data from a LMS and a student register for exploring factors affecting study duration	19
Honoring sovereignties through technology within indigenous community research partnerships	18
Predicting the quality of robotics-enhanced lesson plans using motivation, academic standing, and collaboration status	17
Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions	16
Review of research on the outcomes of embodied and collaborative learning in STEM in higher education with immersive technologies	16
How does task complexity affect group processes and dynamics in computer-supported collaborative learning? An analysis of structural relationships between perceived task complexity, group atmosphere,	15
Personalisation in STE(A)M education: a review of literature from 2011 to 2020	15
From awareness to empowerment: self-determination theory-informed learning analytics dashboards to enhance student engagement in asynchronous online courses	13
Profiling students who thrive in MOOCs: voluntary evaluators within a high-engagement cluster prioritize practical tools and structured content	12
A systems thinking perspective on learning design in higher education	12
Exploring expert instructors’ conceptualization and teaching practices in asynchronous online discussions during case-based learning: a multiple case study	11
Understanding university students’ self-directed online learning in the context of emergency remote teaching: the role of online learning readiness and digital literacy	11
Building a policy research agenda in educational technology: current disconnects and future recommendations	10
Leveraging contrastive learning to improve group and individual fairness in predictive analytics for online learning	10
Analyzing the effects of instructional strategies on students’ on-task status from aspects of their learning behaviors and cognitive factors	10
The impact of teacher, peer, and automated writing evaluation feedback on developing deep writing skills: a comparative study	10
Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study	9
What makes ALEKS learning successful?: influences of prior knowledge, learning time, self-efficacy, and resource management on learning achievement	9
“Free selection and invitation” online peer assessment of undergraduates’ research competencies, flow, motivation and interaction in a research methods course	9
Using an integrated probabilistic clustering approach to detect student engagement across asynchronous and synchronous online discussions	9
Engaged learning during distraction: a case study of successful working moms in distance education	9
Educational design research for relevant & robust scholarship	9